Students will extend their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences.
CC6.1 Create various visual, multimedia, oral, and written texts that explore identity (e.g., Your Choices), social responsibility (e.g., Looking for Answers), and efficacy (e.g., Systems for Living).
a Represent ideas, opinions, and facts about identity, social responsibility, and efficacy for specific purposes (e.g., to explain, to narrate, to describe, to persuade) and audiences.
b Create speeches, written compositions, and other representations that feature the following qualities:
Focuses on straightforward ideas and information; provides relevant details, examples, and explanations; generally is accurate and complete; uses own words.
Introduces the topic and purpose; may provide some context; sticks to the topic; provides easy-to-follow sequence with related ideas grouped together (sequence is logical); uses a variety of connecting words; creates a logical ending; includes appropriate, required text features (e.g., titles, headings, diagrams, illustrations); uses paragraphs that have main ideas and supporting details.
Uses clear purpose and language; contains some description and variety in diction; contains a variety of sentence lengths and some varied sentence beginnings; demonstrates the use of several different conjunctions; formulates simple, compound, and complex sentences; applies the conventions of oral and written language, including very few spelling errors, correct punctuation (including use of colon, dash, and hyphen); uses syntactically complete and correct sentences (avoiding run-ons and fragments); uses legible cursive handwriting and other clear representations which are visually accurate and legibly and neatly presented.
c Create a variety of visual, oral, written, and multimedia (including digital) texts including personal narratives, responses or reactions to reports, articles, instructions, explanations, letters, illustrations, diagrams, leaflets, stories, poems, storyboards, cartoons, skits, or short video scripts.
d Create a variety of meaningful personal and impromptu communications (e.g., story, poem, visual representation) characterized by some insight, development, and originality.
e Use speaking, writing, and other forms of representing to respond to experiences and to texts.
CC6.2 Select and use the appropriate strategies to communicate meaning before (e.g., identifying purpose and audience), during (e.g., acknowledging sources), and after (e.g., revising to enhance clarity) speaking, writing, and other representing activities.
consider prompt or find a topic and activate prior knowledge (e.g., look for ideas and topics in personal experiences; choose a topic that is significant)
consider purpose and audience (e.g., understand audience as all viewers, listeners, readers rather than just the teacher; identify and define stance/role/voice)
confer with peers, teacher, or others (e.g., provide editing and proofreading help to peers)
polish, practise, and decide how work will be shared and published (e.g., enhance for clarity; create illustrations and graphics for presentation; use charts for effective presentation)
share final product, reflect, consider feedback, and celebrate learning (e.g., present and seek feedback).
CC6.3 Use pragmatic (e.g., function and purpose), textual (e.g., paragraphs), syntactic (e.g., complete sentences with appropriate subordination and modification), semantic/lexical/morphological (e.g., figurative words), graphophonic (e.g., spelling strategies), and other cues (e.g., appropriate volume and intonation) to construct and to communicate meaning.
a Identify and explain function and purpose of texts including informing, persuading, narrating, and describing; use language that demonstrates respect for others; use standard Canadian English that follows accepted rules of usage.
b Understand and use a range of standard forms for texts including paragraphs and multi-paragraph compositions; use a logical sequence for ideas.
c Use clear sentence structures that contain a verb and its subject (Average spoken sentence length - 9.5 words; written sentence length - 9.0 words); combine closely related ideas into compound structures using conjunctions or joining words; use complete sentences with appropriate subordination and modification; vary sentence beginnings; ensure agreement of subject, verbs, and pronouns; use correct verb forms (e.g., "I have seen "); use effective punctuation and capitalization including periods, commas, quotation marks, colons, dash, and hyphens.
d Use words that are appropriate for audience, purpose, and context; avoid overused and misused words (e.g., "really good"); use reference tools to determine meaning of words; use words figuratively (e.g., personification, similes, and metaphors) and for imagery; correctly spell common words; use Canadian spelling; use a variety of strategies and resources to learn the correct spelling of words.
f Use appropriate volume and intonation; use appropriate non-verbal cues and body language; use appropriate gestures, facial expressions, sounds, visuals, and multimedia aids to enhance presentation; use printing (e.g., for labels on a map) and cursive writing (e.g., for writing a report) appropriate to purpose; write legibly with appropriate speed and control; choose appropriate font size and style when using technology.
CC6.4 Create and present a variety of representations that communicate ideas and information to inform or persuade and to entertain an audience, including illustrations, diagrams, posters, displays, and cartoons.
a Use different ways of representing to explore ideas and express understanding (e.g., in a poster, tableau, physical movement, graphic organizer, chart, graph, table).
b Consider appropriate technology to communicate or enhance representations.
c Convey understanding of topics using mime, graphics, physical movement, and pictures or photographs.
d Convey key images or information inherent in those images through visual representations.
e Incorporate aids (e.g., photographs, illustrations, models, artifacts, diagrams, sound) in presentations.
f Display visual aids in ways that make them easy for the audience to see and understand.
g Present ideas clearly and at a rate that enables others to follow.
h Consider ways to enhance clarity and impact of representations.
i Experiment with representing in a variety of forms (e.g., photographs, models, collages).
CC6.5 Use oral language to interact appropriately with others in pairs, and small and large group situations (e.g., asking questions to explore others' ideas and viewpoints, discussing and comparing ideas and opinions, completing tasks and contributing to group success).
CC6.6 Use oral language appropriately to express a range of information and ideas in formal and informal situations including presenting an oral report based on research, a demonstration, and a short dramatization.
a Engage in partner, small-group, and whole-class discussion to accomplish a task (e.g., develop a class plan of action).
b Show an understanding of when to speak and when to listen when participating in conversations and in small and whole group discussions.
c Contribute to structured discussion and dialogues to explore perspectives, ideas, and issues and to complete tasks.
d Maintain conversations with classmates and adults and consistently follow guidelines for interacting (e.g., listening to others without interrupting, speaking respectfully to peers, using appropriate language and tone to disagree).
e Exchange ideas and concepts with teacher, peers, and adults.
f Ask questions to sustain and extend interactions.
g Prepare and give oral presentations (e.g., on a topic under study or of personal interest).
h Include appropriate beginning, middle, and ending in presentations (e.g., opening with a formal introduction, concluding with a summation).
i Adjust voice, tone, and language choices to a range of situations.
j Speak clearly and expressively in classroom presentations.
k Use body language and gestures, modification of voice, or facial expressions to respond to the audience.
l Present ideas effectively demonstrating an awareness of audience (e.g., attempt to make the material interesting and appropriate to audience and purpose).
m Perform role plays and dramatizations.
n Read aloud short poetry or process passages with expression and fluency.
o Share ideas/knowledge in a clear manner, encourage the contributions of others, disagree courteously/sensitively, answer others' questions clearly and politely, and give reasons for opinions.
CC6.7 Write to describe a place; to narrate an incident from own experience in a multi-paragraph composition and in a friendly letter; to explain and inform in multi-step directions and a short report explaining a problem and providing a solution; and, to persuade to support a viewpoint or stand.
CC6.8 Experiment with a variety of text forms (e.g., a peer interview, presentation at an assembly, poem, letter to parents, short review, poster, tableau, graphic organizer) and techniques (e.g., surprise ending).
a Write multi-paragraph (minimum of 3-5 paragraphs) narrative, expository, persuasive, and descriptive texts of at least 400 to 600 words.
b Write clear, focused essays that contain a formal introduction, supporting evidence, and a conclusion.
c Create narratives about an incident as follows:
establish a plot and setting and present a point of view that is appropriate to the stories
include sensory details
develop plot and character
use a range of narrative devices (e.g., dialogue, suspense, tension).
d Create expository, informational, and procedural texts, multi-step directions, and a problem/solution presentation as follows:
pose relevant questions and state purpose
explain the situation and develop topic with facts, details, examples, and explanations from multiple sources
follow an organizational pattern
offer evidence to support conclusions.
e Create descriptive texts about a place as follows: